The Application Research Of Science Poster In High School Chemistry Experiment Course

Against the backdrop of the current international situation,scientific and technological exchanges between various countries and regions are becoming increasingly frequent.Documents such as the Outline of China’s National Medium-and Long-term Plan for Scientific and Technological Development(2006-2020)point out that scientific and technological progress should be taken as the primary driving force for economic and social development,scientific exchanges should be continuously expanded,and talents good at scientific exchanges should be explored and trained to achieve the strategic goal of Transforming China into an innovative power.Based on the current situation of chemistry experiment courses in senior high school,and to explore the problems existing in its teaching organization mode,this study chooses to apply science poster to chemistry experiment course,so as to carry out curriculum design and practical research.Through theoretical and experimental research,a P-E-Course(Poster embedded experimental course)model has been formed covering 7 links,such as "task-style preview-sub-group experiment-science poster production-science poster display-peer evaluation-teacher teaching-science poster evaluation".The teaching effect is evaluated based on the action research method.At the same time,in order to explore the function of science posters in realizing effective scientific communication among student groups,and taking them as both course content and evaluation means,the evaluation index and detailed rules of measurement for science posters in group chemistry experiment class were established,and the status quo of high school students’ ability to express themselves scientifically based on science posters was explored.Conclusions and results of this study are as follows:(1)The evaluation framework of high school chemistry experiment science posters should take into account the integrity,standardization,scientificity and artistry of the works;The performance criteria should be refined according to different chemical experiments.We should refer to the dual perspectives of teachers and students.(2)High school students’ ability of scientific expression based on science posters generally presents a high level.Science poster works show good standardization and artistry,but the integrity and scientificity of the works need to be strengthened.(3)The Course design of High school chemistry experiment P-E-Course shows the main role of students.It is easy to implement and effective to use science posters as evaluation means.The Course plays a certain role in improving students’ level of scientific practice and scientific communication.The paper is divided into five chapters.The first chapter introduces the problem,purpose,significance,method and thinking of the research.The second chapter carries out literature review and defines the concept.The third chapter elaborates the P-E-Course model and gives the Course design case.The fourth chapter carries out action research based on the P-E-Course model,and carries out a series of high school chemistry experiment courses with four themes combined with questionnaire,interview and other methods,and obtains research results.The fifth chapter explains the conclusion of the study,and carries on the reflection and prospect.